TEACHER’S GUIDEMIDDLE SCHOOL 6TH-8TH GRADE

Photo Credit: Ben Hicks P R E S E N T E D B Y

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Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Vocabulary Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Public Service Announcement Activity . . . . . . . . . . . . . . . 6

Design Solution Challenge . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Letter to an Elected Official Activity . . . . . . . . . . . . . . . . . 9

Modeling a Watershed . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Research Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

STEM Career Connections . . . . . . . . . . . . . . . . . . . . . . . . . 14

Cross Curricular Connections Guide . . . . . . . . . . . . . . . . .15

TABLE OF CONTENTS

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Troubled Waters provides students with the opportunity to examine the complex

interactions between sea turtles, humans and various concepts in science.

The documentary and these associated activities build science knowledge, an

understanding of Florida’s amazing and fragile ecosystems, and help students

become socially minded and environmentally responsible .

The instructional activities are based on the Next Generation Science Standards and

Florida Standards . The activities are student centered and engaging . They include:

Making a public service announcement

Researching a native Florida species

Making a slide show presentation

Creating a design solution for an environmental problem

Modeling a watershed

Learning about STEM careers

The teacher’s guide is designed with flexibility. Teachers can use this educational guide in a variety of ways. It will work well to either select one, a handful, or all the

activities . Within each activity there is room for student and teacher choice .

OVERVIEW

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NEXT GENERATION SCIENCE STANDARDS:

FLORIDA NGSSS:

STANDARDS SC.7.E.6.6Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water.

SC.7.L.16.4Recognize and explore the impact of biotechnology.

MS-LS2-5 ECOSYSTEMS: Interactions, Energy, and Dynamics. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.*

MS-ESS3-3 EARTH & HUMAN ACTIVITYApply scientific principles to design a method for monitoring and minimizing a human impact on the environment.*

MS-ESS3-4 EARTH & HUMAN ACTIVITYConstruct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.

MS-LS1-5 FROM MOLECULES TO ORGANISMS: STRUCTURES & PROCESSESConstruct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.

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BIODEGRADABLE Substances that can be decomposed by living organisms

BIOTECHNOLOGY Use of microorganisms to make products

BYCATCH Marine animals accidentally caught by fishing nets

CORAL Marine invertebrates whose outer skeletons form reefs

FIBROPAPILLOMA A disease mainly affecting sea turtles where large tumors grow on the skin

FOSSIL FUELS Fuels which come from decayed organisms such as coal, oil, or gas

NITROGEN A common element in the air and in soil

REHABILITATION Caring for sick or injured animals until they regain health

RED TIDE a large algae bloom

RUNOFF Water and sediment that drain from land into a water source

WATERSHED An area of land where all precipitation and running waters all drain into the same ending location

WETLANDS A unique ecosystem that is covered in low levels of water year round

VOCABULARY WORDS

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PUBLIC SERVICE ANNOUNCEMENT LEARNING ACTIVITY

OBJECTIVES:Students will be able to:

Explain the dangers facing sea turtles

Persuade community members to help save sea turtles

ACTIVITY DIRECTIONS:Students work in groups of four to create a public service announcement . The group can choose to make a poster or a video depending on their choice and availability of materials and approved recording devices .

ASSESSMENT: Public Service Announcement Guidelines

The students can use the guidelines as they work, and it can be referred to as formative feedback. Then the teacher can evaluate the student product based on the guidelines at the end of the project .

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CATEGORY TIPS

EDUCATES Make sure that the PSA educates the audience about the important issue. Explain why the issue is a problem with a factual and serious tone.

WHAT CAN I DO? Explain how the audience can do something to help. Try to find something small and fairly easy to do that can add up if

everyone does it .

ARTISTIC AND CREATIVE MERIT

Posters can have a color, drawings, or other images that help catch the attention of the audience and help tell the story.

Videos can use strong and clear speaking voices, act out scenes, or show visuals .

CLARITY The PSA should communicate a clear message that the audience can

easily understand and remember . Do not overdo it with too many pictures colors, or too much

information .

TEAMWORK Communicate well with all of the team members . Make sure each person gives an equal effort. Find different parts of the project where everyone can contribute.

PUBLIC SERVICE ANNOUNCEMENT GUIDELINES

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DESIGN CHALLENGEOBJECTIVES:Students will be able to:

Identify problems that impact the environment

Propose a design solution for an environmental problem

ACTIVITY DIRECTIONS:Students will pick an environmental problem and create a design solution to make a positive change for the environment .

CHOOSE FROM THE FOLLOWING PROBLEM/SOLUTIONS Improve some type of packaging so that it makes less environmental damage

Propose a device or process for cleaning contaminants from water

Design a protective system for turtle nesting sites

Students should research the problem and build background on the science so that they understand the complexities of the problem at the grade appropriate level. The next step is to create a sketch of the new product or process which shows others how it works. The teacher may then extend the activity by allowing students to make a hands-on prototype model if materials are available .

ASSESSMENT:The students explain their problem and design solution to the class and show the sketches and/or model.

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LETTER TO AN ELECTED OFFICIALOBJECTIVES:Students will be able to:

Construct a well reason argument

Support an argument with evidence

ACTIVITY DIRECTIONS:The students will write a letter to an elected official urging action on one of the important environmental issues presented in Troubled Waters. Suggested topics include sea turtle nesting site protection, funding for sea turtle rescue and rehabilitation, policy about agricultural runoff, or any other idea that can help protect Florida’s natural resources and wildlife. The students choose which elected official. Guide them to understand which elected officials may be most likely to have control over the issue they advocate. Local, state, or federal lawmakers all can be appropriate .

The assignment calls for persuasive/argumentative writing .

The student must state an argument and back up their argument with factual information . The goal is to make a well reasoned argument that calls for action. Students should not complain, make purely emotional pleas, or write unprofessional letters.

ASSESSMENT:Letter to an Elected Official Grading Rubric

The 4-point rubric can be used to record a grade and give feedback on the assignment . Use the rubric to provide formative feedback as students work. The scale corresponds the following letter grades.

1 = D or F 2 = C 3 = B 4 = A

NOTE: Depending on school policy, students can actually mail the letter. A response from the elected official can be very exciting.

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LETTER TO AN ELECTED OFFICIAL GRADING RUBRIC

1 2 3 4

STATE YOUR ARGUMENT

The letter has no clear argument

SUPPORT THE ARGUMENT

0 reasons given that support the argument and/or incorrect information

1-2 well reasoned points support the argument

3 well reasoned points supporting the argument

3 well reasoned points supporting the argument

Infers the other side’s best argument, and makes a strong counterpoint

TONE

Mostly angry, humorous, or inappropriate

Some portions are well reasoned and professional, but others are complaints, jokes, or purely emotional pleas

Well reasoned throughout with moderate level of concern and passion

Professional, well reasoned throughout

Concern and passion are clear, but avoids emotional pleas or exaggerations

CONVENTIONS7 or more errors in grammar, spelling, or usage

5-6 errors in grammar, spelling, or usage

3-4 errors in grammar, spelling, or usage

0-2 errors in grammar, spelling, or usage

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MODELING A WATERSHED ACTIVITYOBJECTIVES:Students will be able to:

Trace the path of a watershed

Explain the environmental challenges facing the Everglades Watershed

ACTIVITY DIRECTIONS:The teacher will present information about the Everglades and describe the concept of a watershed . Students should be able to make connection with Troubled Waters such as runoff of pesticide and fertilizer into the watershed and the endangered status of Florida’s wetlands .

Then students can make a map of the Everglades watershed on a poster board: 1 Draw and label major parts of the watershed.

2 Color the water in blue and the wetlands in green .

3 Draw and label the bodies of water: Kissimmee River, Lake Okeechobee, Cypress Swamp, Big Cypress, Shark River, Florida Bay .

If teachers wish to, they can then lead students through a hands on modeling of a watershed . See the helpful links for detailed descriptions .

HELPFUL LINKS:You can make this project into a 3D and hands on option. Utilize these links to see more detailed explanations of more complex modeling activities:

https://pbskids.org/plumlanding/educators/activities/pdf/build_a_watershed_fam.pdf https://wd.northwestern.edu/assets/Activity-2-Watershed-Model-ALL.pdf

1 = D or F 2 = C 3 = B 4 = A

Kissimmie River

Kissimmee River

Everglades

HistoricFlow

Lake Okeechobee

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OBJECTIVES:Students will be able to:

Investigate the reasons for population decline

Explain how an animal is suited to its habitat

ACTIVITY DIRECTIONS:The students will research one of Florida’s native species which is in danger . Students will pick and animal and conduct online research. Students will find 3 or more reliable sources of information and take notes. Then students create a slideshow to teach the class about their chosen animal .

Samples of Threatened, Vulnerable and Endangered animals

Manatees, scrub jays, panther, red wolf, American crocodile, Suwannee bass

ASSESSMENT: Animal Research Checklist

Allow the students to use the checklist as a guide while completing the assignment and use the information to provide formative feedback . Verify that the student has achieved all the guidelines on the checklist .

RESEARCH PROJECT AND PRESENTATION

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ANIMAL RESEARCH AND PRESENTATION CHECKLIST

Make sure to include each of the following in your slideshow presentation

1 . Describe the animal’s characteristics

2 . Describe the animal’s habitat

3 . Explain why the animal is in danger

4 . Suggest something that can be done to help the animal

5 . Include 4 - 8 pictures of the animal and habitat

6 . Organized and clear presentation style — Use and easy to read font, only a few colors, and do not overload slides with too much text.

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OBJECTIVES:Students will be able to:

Explain the job description and qualifications a STEM job

Evaluate the job qualification and duties of STEM fields

Sample STEM Careers Marine biologist, animal rehabilitation, biotechnologist, hydrological engineer

DIRECTIONS:Students research one occupation that they may wish to pursue in a STEM field. Introduce the names of the scientists and ask the class to make inferences about what they job entails . Then students select one and investigate online to find information. They can take notes as they research. Students answer the attached question worksheet .

HELPFUL LINKS:https://www.bls.gov/ooh/life-physical-and-social-science/zoologists-and- wildlife-biologists .htm

https://www.bls.gov/ooh/life-physical-and-social-science/environmental-science-and-protection-technicians .htm

https://www.bls.gov/ooh/life-physical-and-social-science/biochemists-and-biophysicists.htm https://www.bls.gov/ooh/life-physical-and-social-science/hydrologists.htm

https://www.bls.gov/ooh/life-physical-and-social-science/conservation-scientists.htm https://www.bls.gov/ooh/architecture-and-engineering/environmental-engineers.htm

ASSESSMENT:STEM Career Connection Questions

STEM CAREER CONNECTIONS

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Educators can utilize Troubled Waters: A Turtle’s Tale in a variety of content areas . This allows for a comprehensive cross curricular approach where students can dive in-depth into the topics presented in the documentary .

Suggested cross curricular activities include:

ENGLISH LANGUAGE ARTS Write a letter to

Complete research about sea turtles

MATHEMATICS Calculate the ratio of male to female hatchlings

Measure the migration route of a sea turtle

SOCIAL STUDIES Investigate human-environmental interactions

Study environmental issues in current events

VISUAL ART Draw or paint ocean scenes with sea turtles or other marine life

COMPUTERS/TECHNOLOGY Use filmmaking techniques inspired by documentaries

CROSS CURRICULAR CONNECTIONS GUIDE

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